Lesson Plan

The Central Theme of Geography

I. OBJECTIVE
At the end of the lessons, students should determine the central theme of
Geography.
II. CONTENT

The Central Theme of Geography

III. LEARNING RESOURCES

Learner’s Material:

Trends and issues in Social Studies: Arnie G. Dizon. (2010). Retrieved April 14, 2023,
from http://opac.auf.edu.ph:8080/newgenlibctxt/view?

Teacher’s Guide:

Trends and issues in Social Studies: Arnie G. Dizon. (2010). Retrieved April 14,
2023, from http://opac.auf.edu.ph:8080/newgenlibctxt/view?

IV. PROCEDURES

Preliminary Activities

1. Greetings
Good afternoon everyone, I am Iris T. Aballe and I hope everyone is doing great
today. Trends and Issues in Social Studies are relevant in the sense that enables us to
know the different discipline. At this point, we will move forward to talk about the
Central Theme of Geography.
 2. Prayer
“Please all stand for a prayer to be led by Ms. Marianel Sabornido.

3. Attendance Checking
“For your attendance, please say present once your name is called.”

Developmental Activities
1. Activity

The students will be divided into 3 groups. Then they will brainstorm about the
significance of the Central Theme of Geography and why is it important to study.?

2. Analysis
After in few minutes, I will ask a representative in each group to share their insights.

3. Abstraction
The place of Geography in the K to 12 Social Studies curriculum of the Department of
Education in the Philippines can be understood through an analysis of the foundation of this
discipline and its evolution.
 In 1887, geography was seen as the missing link between the natural and the social
science (Mackinder, as cited in Castre,2011). Here the Central Theme was Human –
Environment interaction.
 However, after WW2, this generalist approach towards geography was dropped due to
the shift towards a specialist orientation in the academe (Castre,2011) .
 Due to this, a division within geography started to grow and develop:
 Abandonment of geography’s identity as a discipline that deals with human-
environment interaction
 Geography’s failure as a unified discipline to “produce major books or
intellectual innovations”
 Geography’s dilemma to establish its identity is aggravated by its diverse scope
that includes an array of disciplines in the physical and social sciences
 This speaks a lot about the state of geography education in the Philippine basic education.
 Why is geography integrated in various social science disciplines like history?
 Why is geography not solely taught as a content area in Social Studies unlike the case of
economics?
 Example
 For instance, is the scope of geography in the school curriculum, enough to help
students understand the effects of the white sand project in Manila Bay.
  How will teachers reconcile the opposing views of the Department of Environment and
Natural Resources (DENR) and the Department of Health (DOH) on the use of dolomite
so that students will understand the issue?
 This is an example of competencies that are integrated in the K-12 Social Studies
curriculum which deal with society- nature relations.
 Recent research of the curriculum in the Philippines found students have “low- level”
thinking skills and negative attitudes towards;
 Human Geography
 Physical Geography
 Environmental Geography
 This implies need to integrate Political Ecology into geography curriculum in basic
education.
 Conclusion:
 This chapter is geared towards a clear understanding of the foundation of
geography education and the significance of political ecology as an input to
improve the present Social Studies curriculum in the Philippines. This will help
better to the students “make sense of society- nature” (Castree, 2011, p. 299) and
respond to the need for intellectual change today.

4. Application
1. I will ask a question to them in terms of their learnings in the topic that I
discussed.
o The following questions will be asked:
 What are your takeaways from the topic being presented?
 As a future teacher, how will you reconcile the opposing views of the
Department of Environment and Natural Resources (DENR) and the
Department of Health (DOH) on the use of dolomite so that students will
understand the issue?

Enrichment Activities
1. Evaluation
Instruction: Select the best answer to the following questions.
1. It was seen as the “missing link between the natural and the social science’.
a. Abandonment Geography
b. Human Environment Interaction
c. Geography
2. The following is the division of Geography that started to grow and develop.
Except:
 a. Abandonment of geography’s identity as a discipline that deals with human-
environment interaction.
b. Human Geography is a Social science that focuses on the field of work.
c. Geography’s failure as a unified discipline to “produce major books or
intellectual innovations.

3. The following statement is correct, except:

a. The place of geography in the K to 12 Social Studies Curriculum of the

Department of Education in the Philippines can be understood through analysis.
b. Geography’s dilemma is to establish its aggravated by its diverse scope that
includes an array of disciplines in the physical and social science.
c. Geography was not seen as the missing link between the natural and the
social sciences (Castree,2011).

4. This implies the need to integrate _______ into the geography curriculum in basic
education.

a. Human Geography
b. Physical Geography
c. Political Ecology
5. In the recent research of the curriculum in the Philippines they found students that
have “low-level” thinking skills and negative attitude towards
_________________.
a. Human, Physical, and Environmental Geography.
b. Geography and Sociology
c. . Anthropology, Psychology, and Sociology

2. Assignment
Study in advance the Search for Geography’s Identity.

V. REMARKS
VI. REFLECTION

Prepared by: Noted by:

IRIS T. ABALLE MARK CHRISTIAN R. ALMAZAN